Interdisciplinarity and immersive technologies in the teaching of social sciences: Teaching proposals for secondary education in virtual environments

Introduction: Secondary education requires innovative methodologies that promote the development of critical competencies in changing contexts. This study approached the teaching of Social Sciences from an interdisciplinary perspective mediated by immersive technologies, with the aim of proposing a methodological framework applicable to the Dominican curriculum. Methods: A documentary and curricular analysis was conducted using regulatory sources from the Ministry of Education and Culture (MINERD), specialized literature on interdisciplinarity, and educational experiences with emerging technologies. The methodological proposal was organized into four phases: interdisciplinary diagnosis, virtual environment design, active exploration, and reflective evaluation. Results: The proposal made it possible to articulate conceptual, procedural, and attitudinal content through the use of immersive environments such as the educational metaverse. Teaching examples applicable to real-life teaching scenarios were identified, as well as the main ethical, technical, and pedagogical challenges of their implementation. Conclusions: The integration of immersive technologies with an interdisciplinary approach favored the construction of contextualized, critical, and collaborative learning. However, its implementation requires ongoing teacher training, minimum technological requirements, and clear regulatory frameworks that guarantee equity and data protection.